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unpublished data set, not presented at conference and currently not at "in prep" stage
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Graf Estes, K. (2014). Learning builds on learning: Infants’ use of native language sound patterns to learn words. Journal of Experimental Child Psychology, 126, 313-327. doi: 10.1016/j.jecp.2014.05.008
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Graf Estes, K. (2012). Infants generalize representations of statistically segmented words. Frontiers in Psychology, 3: 447. doi: 10.3389/fpsyg.2012.00448
Graf Estes, K. (2012). Infants generalize representations of statistically segmented words. Frontiers in Psychology, 3: 447. doi: 10.3389/fpsyg.2012.00449
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Hay, J. F., Pelucchi, B., Estes, K. G., & Saffran, J. R. (2011). Linking sounds to meanings: infant statistical learning in a natural language. Cognitive Psychology, 63(2), 93-106. doi: 10.1016/j.cogpsych.2011.06.004
Hay, J. F., Pelucchi, B., Estes, K. G., & Saffran, J. R. (2011). Linking sounds to meanings: infant statistical learning in a natural language. Cognitive Psychology, 63(2), 93-106. doi: 10.1016/j.cogpsych.2011.06.005
Hay, J. F., Pelucchi, B., Estes, K. G., & Saffran, J. R. (2011). Linking sounds to meanings: infant statistical learning in a natural language. Cognitive Psychology, 63(2), 93-106. doi: 10.1016/j.cogpsych.2011.06.006
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May, L., & Werker, J.F. (2014). Can a Click be a Word?: Infants’ Learning of Non-Native Words. Infancy, 19(3), 281-300. doi: 10.1111/infa.12050
May, L., & Werker, J.F. (2014). Can a Click be a Word?: Infants’ Learning of Non-Native Words. Infancy, 19(3), 281-300. doi: 10.1111/infa.12051
Tsui, A. S. M., Fais, L., & Fennell, C. T. (2015, Oct). Words are not enough: Referential links are key to enhancing infants’ word learning at 14 months. Poster presented at the Cognitive Development Society Biennial Meeting in Columbus, OH, USA.
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Stager, C. L., & Werker, J. F. (1997). Infants listen for more phonetic detail in speech perception than in word-learning tasks. Nature, 388(6640), 381-382. doi: 10.1038/41103
Stager, C. L., & Werker, J. F. (1997). Infants listen for more phonetic detail in speech perception than in word-learning tasks. Nature, 388(6640), 381-382. doi: 10.1038/41104
Thiessen, E. D. (2007). The effect of distributional information on children’s use of phonemic contrasts. Journal of Memory and Language, 56(1), 16-34. doi: 10.1016/j.jml.2006.07.002
Thiessen, E. D. (2007). The effect of distributional information on children’s use of phonemic contrasts. Journal of Memory and Language, 56(1), 16-34. doi: 10.1016/j.jml.2006.07.003
Thiessen, E. D. (2007). The effect of distributional information on children’s use of phonemic contrasts. Journal of Memory and Language, 56(1), 16-34. doi: 10.1016/j.jml.2006.07.004
Thiessen, E. D. (2007). The effect of distributional information on children’s use of phonemic contrasts. Journal of Memory and Language, 56(1), 16-34. doi: 10.1016/j.jml.2006.07.005
Thiessen, E. D. (2007). The effect of distributional information on children’s use of phonemic contrasts. Journal of Memory and Language, 56(1), 16-34. doi: 10.1016/j.jml.2006.07.006
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Thiessen, E.D. (2011). When variability matters more than meaning: The effect of lexical forms on use of phonemic constants. Developmental Psychology, 47, 1448-1458. doi: 10.1037/a0024440
Thiessen, E.D. (2011). When variability matters more than meaning: The effect of lexical forms on use of phonemic constants. Developmental Psychology, 47, 1448-1458. doi: 10.1037/a0024441
Thiessen, E.D. (2011). When variability matters more than meaning: The effect of lexical forms on use of phonemic constants. Developmental Psychology, 47, 1448-1458. doi: 10.1037/a0024442
Thiessen, E.D. (2011). When variability matters more than meaning: The effect of lexical forms on use of phonemic constants. Developmental Psychology, 47, 1448-1458. doi: 10.1037/a0024443
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Thiessen, E. D., & Pavlik, P. I. (2016). Modeling the role of distributional information in children’s use of phonemic contrasts. Journal of Memory and Language, 88, 117-132. doi: 10.1016/j.jml.2016.01.004
Thiessen, E. D., & Pavlik, P. I. (2016). Modeling the role of distributional information in children’s use of phonemic contrasts. Journal of Memory and Language, 88, 117-132. doi: 10.1016/j.jml.2016.01.005
Werker, J. F., Fennell, C. T., Corcoran, K. M., & Stager, C. L. (2002). Infants' ability to learn phonetically similar words: Effects of age and vocabulary size. Infancy, 3(1), 1-30. doi: 10.1207/S15327078IN0301_1
Werker, J. F., Fennell, C. T., Corcoran, K. M., & Stager, C. L. (2002). Infants' ability to learn phonetically similar words: Effects of age and vocabulary size. Infancy, 3(1), 1-30. doi: 10.1207/S15327078IN0301_2
Werker, J. F., Fennell, C. T., Corcoran, K. M., & Stager, C. L. (2002). Infants' ability to learn phonetically similar words: Effects of age and vocabulary size. Infancy, 3(1), 1-30. doi: 10.1207/S15327078IN0301_3
Zhao, Q. (2014). How Acoustic Salience Influences Infants’ Word Mapping (Unpublished Master dissertation). University of Tennessee, Knoxville.
Singh, L., Fu, C. S., Tay, Z. W., & Golinkoff, R. M. (2017). Novel Word Learning in Bilingual and Monolingual Infants: Evidence for a Bilingual Advantage. Child Development. doi: 10.1111/cdev.12747
Singh, L., Fu, C. S., Tay, Z. W., & Golinkoff, R. M. (2017). Novel Word Learning in Bilingual and Monolingual Infants: Evidence for a Bilingual Advantage. Child Development. doi: 10.1111/cdev.12748
Singh, L., Fu, C. S., Tay, Z. W., & Golinkoff, R. M. (2017). Novel Word Learning in Bilingual and Monolingual Infants: Evidence for a Bilingual Advantage. Child Development. doi: 10.1111/cdev.12749
Singh, L., Fu, C. S., Tay, Z. W., & Golinkoff, R. M. (2017). Novel Word Learning in Bilingual and Monolingual Infants: Evidence for a Bilingual Advantage. Child Development. doi: 10.1111/cdev.12750
Search strategy: Seeded with Stager & Werker et al. (1997) and Werker et al. (1998) in Google Scholar + manual search
Systematic: yes